Giftedness - Regular Class with Withdrawal Support
Exceptionality: Giftedness
Placement: Regular Class with Withdrawal Support
An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. (Ministry of Education)
B
 Regular Class with Indirect Support
 Regular Class with Resource Support
 Regular Class with Withdrawal Support 1
 Special Education Placement with Partial Integration–Intensive Support Program (ISP)
 Full-Time Special Education Placement
C
The goal is to provide educational programming for Gifted students both in their specific areas of need (unusually advanced degree of abilities), and across the curriculum through the application of differentiated instruction, modified* Ontario curriculum and alternative program**.
Instruction is delivered in the form of withdrawal from the regular classroom where the alternative/ modified (enriched) curriculum is delivered by a Special Education Teacher 2 . For the balance of the school week each student receives instruction within the regular classroom, as informed by the IEP, which is developed collaboratively by the special education teacher of the gifted, the regular classroom teacher and the parent.
1 The student is placed in a regular class and receives instruction outside the classroom for less than 50% of the school day, from a qualified special education teacher. (Ministry of Education)
2 Special Education Teacher refers to the Elementary Special Education Teacher of the Withdrawal Gifted program and /or Secondary School Special Education Teacher facilitating Gifted programming.
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Giftedness - Regular Class with Withdrawal Support
In elementary school instruction in the alternative program (withdrawal) is delivered for one school day per week. It provides a forum in which gifted students engage in a multi-disciplinary differentiated/ enriched curriculum which is thematically based. A broad based theme (Change,
Structure, Influence, Pattern, Power, Cycles, Systems or Style) is chosen and explored through a variety of divergent activities which integrate multiple disciplines and learning styles that enhance each student’s growth in both the cognitive and affective domains.
Gifted learners are encouraged to:
 utilize higher level thinking skills
 engage in divergent and imaginative approaches throughout open-ended investigations
 develop skills and abilities in the cognitive, affective, spiritual, social, and interpersonal domains
 become self-directed learners
 utilize leadership skills
The withdrawal program provides an opportunity for dynamic interaction with other gifted students who share similar inquisitiveness, depth of understanding and interests. These interactions and explorations encourage the development of self-understanding, and the appreciation of similarities and differences between themselves and others.
In secondary school: instruction in the alternative program (withdrawal) is delivered in the form of a variety of enhanced learning experiences and activities, the aim of which is to continue to develop skills and abilities in the cognitive, affective, spiritual, social and interpersonal domains.
Instruction within the regular classroom, as informed by the IEP, is developed collaboratively by the special education teacher of the gifted and the parent.
The needs of Gifted learners are met in three inter-connected ways:

Differentiation of course work in subject areas

Enriched learning opportunities in and beyond the classroom and in the community

Meeting(s) with the student to ensure learning needs and appropriate secondary/post-secondary pathways are in place
Instructional components of programming include: Ontario curriculum, alternative program, as well as creativity, leadership, cognitive, social and affective skills.
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Giftedness - Regular Class with Withdrawal Support
“accommodations”:
The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade. (Ministry of Education, The Individual Education Plan (IEP) Resource Guide, 2004)
* “modified”
Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations. . (Ministry of Education, The
Individual Education Plan (IEP) Resource Guide, 2004)
** “alternative”
Alternative expectations are developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum.
Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs or alternative courses (secondary school courses). (Ministry of Education, The Individual Education Plan (IEP)
Resource Guide, 2004)
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Giftedness - Regular Class with Withdrawal Support
Components
Grades
Group size
Time & Frequency
Description
 5-8

9-12

Withdrawal class as per Ministry of Education criteria –Reg.
298

Regular class sizes as per ministry guidelines and collective agreements
 in grades 5-8: one full day a week withdrawal in Gifted
Centre, 4 days a week regular class in home school
 in grade 9-12: facilitated opportunities for self-selected withdrawal for enhanced learning through home school; frequency as available and chosen by the student
Facility Requirements
Transportation
 A regular classroom
 Access to networked computers

Not provided (parental responsibility)

Based on additional student needs bussing is provided as per
Responsibility
 Program Coordinator

School Principal

School Principal

Area Superintendent
 Program Coordinator
 Special Education Teacher of the Gifted delivers the one full day a week Gifted program

Regular classroom teacher delivers differentiated instruction as required

Enhanced learning opportunities coordinated by Special Education teacher facilitating the
Gifted programming

Regular classroom teacher delivers differentiated instruction as required
 School Principal
 Area Superintendent

Transportation department
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Giftedness - Regular Class with Withdrawal Support
School selection criteria
TCDSB policy

Elementary: Regular classroom in gifted centres throughout the board

Secondary: All schools provide this placement
Locations/schools involved
Accountability Framework

Elementary Gifted Centres: o o o Holy Name o James Culnan o
Blessed Trinity
D’Arcy McGee
O.L. Sorrows o St. Angela o St. Catherine o St. Charles o St. Clement o St. Francis de Sales o St. Gregory o St. Ignatius of Loyola o St. Louis o St. Monica o St. Raymond o St. Rose of Lima o Transfiguration of Our Lord
 All secondary schools

Development of a framework for accountability and continuous improvement is in process]

SMART goals will be set by the committee, in accordance with overall goals from the Special Services Department, using the goal format approved by the Board


Area Superintendent

Superintendent of Special
Services

Program Coordinator for
Gifted Programs

School Principal
 Area Superintendent
 Superintendent of Special
Services
 Program Coordinator for
Gifted Programs
Superintendent of Special
Services

Accountability Framework
Gifted Committee:
Components Description Responsibility
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Giftedness - Regular Class with Withdrawal Support
Early Identification  Intake process, case conferences, consultations, SBSLT
 Enrichment alternative activity kits are available to be utilized by special education teacher (grades 1 to 4)
 School-Based Support Learning Team 2 meetings (SBSLT)
 School Principal
 Classroom teacher
 Special education teacher
Referral criteria
Identification Decision by
Identification, Placement and
Review Committee (IPRC)
Based on Regular screening procedures


Grade 4: meeting TCDSB gifted criteria based on group screening and inclusionary measures
Grade 5-12: nomination by the School Based Support
Team (SBST) to participate in the group screening and inclusionary measures for students who missed Grade 4 screening.
Based on Psychological Assessments
 from internal Joint Team referrals, initiated to address a different learning need, which indicates student meets
TCDSB gifted criteria
 from the community or another school board indicating the student meets TCDSB gifted criteria
In Grade 8, non-traditional participants currently attending and successfully participating in the gifted program can be referred for
Gifted Screening Criteria via the OLSAT8 testing .

For identification as Gifted, the student must meet TCDSB
Gifted criteria and be presented at an Identification,
Placement and Review Committee (IPRC)

Parent/guardian and student participation and consent as appropriate

School Principal (based on teacher & SBS Team recommendation and parent input)

APT/PAT, & parent/student
(over 16 years of age) input

School Principal
 input from the Psych


 service provider joint team members
Special Education teacher of the Gifted
Principal or parent may request IPRC

Regional coordinator chairs IPRC
 author of the report or designate speaks to the report

SBSLT
2 School Based Support Learning Team (SBSLT) includes members of the School Based Support Team and the Joint Team
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Giftedness - Regular Class with Withdrawal Support
Placement Decision by
Identification, Placement and
Review Committee (IPRC)
Admission

For formal placement in the Withdrawal Gifted Program, the student must be identified as Gifted within TCDSB and be placed by Identification, Placement and Review Committee
(IPRC)

Parent/guardian and student participation and consent as appropriate
 Parents/guardians/student
(if over 16)

Principal or parent may request IPRC

Regional coordinator chairs IPRC
 author of the report or designate speaks to the report

SBSLT

Parents/guardians/student
(if over 16)
 Program Coordinator
 Home School Principal
 Parent consent

Student (if over 16)
IPRC - Review
Individual Education Plan (IEP)
 Based on IPRC decision
 Parental consent is required
 Parent input is invited

Student input is invited as appropriate

Grade 5-8: Based on IPRC decision the student is admitted to the elementary Gifted Centre for the feeder school

Grade 9-12: Based on IPRC decision, programming is facilitated by the Special Education Teacher

Other assessments may be considered and shared with the
Special Education Teacher and classroom teacher as appropriate

Parent / student consent is required (as appropriate)

Parent / student input is invited (as appropriate)
 Annual reviews are required
 May be waived by parents/guardians under specific guidelines

An IEP is developed for an identified student to outline accommodations, modifications and alternative curriculum



Principal chairs
Parents/guardian
SBSLT
 Special Education Teacher

Classroom Teacher(s)

Principal

Teachers (Regular, special
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Giftedness - Regular Class with Withdrawal Support
Assessment to inform student
learning (assessment for/as/of learning)
Formal assessment to inform
student learning (e.g., psychology, speech and language, etc.) expectations, as appropriate
 IEPs are updated at every reporting period as needed
 IEPs are recommended for any student who meets the exceptionality criteria and is receiving support

Addresses accommodations and alternate curriculum
 Covers accommodated, modified and alternate curriculum to reflect regular class and Gifted Withdrawal program

Updated every reporting period with input from student, parent, Special Education teacher, regular classroom teacher(s) and other SBS/Joint Team members as appropriate

Updating of the IEP based on progress (Measurable and observable learning expectations)
 As outlined in Growing Success (2010)
 Progress monitored by Regular Classroom Teacher and
Special Education Teacher of the Gifted(as appropriate)
 Elementary and secondary curricular assessments as outlined by Curriculum and Accountability, appropriate to grade level
 TCDSB assessments and standardized assessments 3 as appropriate and incorporating necessary accommodations
 Other standardized assessments as applicable (e.g., EQAO, etc.)

Assessment of individual expectations, as outlined in the IEP

Self-assessment by student as appropriate

TCDSB Gifted Alternative Report Card, if applicable

If required and determined by IPRC / Joint Team/School
Based Support Learning Team
 Assessment results are discussed with o Parent and student o Special education and classroom teacher(s) (with parental consent) education teacher of the
Gifted)
 Consultation from the JTM and SBSLT as appropriate
 Input from parent / guardian / student as appropriate
 supported by the
Assessment and
Programming / Program and Assessment Teacher
(APT/PAT) as appropriate
 Regular classroom teacher
 Special education teacher of the Gifted
 School-based support teams, as required
 Curriculum and
Accountability resource staff, as required

Principal

SBSLT as appropriate

Parent/ guardian
3 e.g., Canadian Achievement Test 4
(CAT4), EQAO, Ontario Secondary School Literacy Test (OSSLT)
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Giftedness - Regular Class with Withdrawal Support
 Assessment report included in the Ontario Student Record –
OSR (with parental consent
Demission /Change of placement
Transition

Demission and change of placement can only be determined by the IPRC

Decision to demit from Gifted Withdrawal support may be based on: o Classroom based assessment data o additional assessment data, i.e., TCDSB and Ministry assessment results o new formal assessment data, where available o SBSLT recommendation o Parental requests o Student request, if appropriate
 As documented in the IEP for identified students who are 14 years of age or older
 Exchange of information meetings

Grade 8 to grade 9 (as per board policy)

Consideration is given to transition to post-secondary

Secondary school open house

Program coordinator chairs the review IPRC meeting

School principal chairs the
SBSLT meeting

Classroom teacher

Special education teacher of the Gifted
 Principal
 Special Education Teacher of the Gifted

Regular Class Teacher

Parent
 student if 16 years or older

SBSLT
 other elementary and secondary school staff as appropriate
Components
Staff qualifications/training requirements
3. PERSONNEL AND PROFESSIONAL DEVELOPMENT
Description
 Classroom teacher and special education teacher qualifications consistent with board policy and Ministry requirements
 Special education teachers require Special Education Part
One qualifications
Responsibility
 Area Superintendent
 Superintendent of Special
Services
 Principal

Program Coordinator
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Giftedness - Regular Class with Withdrawal Support
Professional learning
opportunities (e.g., training, mentoring, etc.)
 The following opportunities may be available:
 Mentoring by Special Education teacher(s) of the gifted and
APT/PAT,
 PD opportunities offered by TCDSB Special Services,
Curriculum and Accountability, Student Success central teams

IEP training and updates

Training in assistive technology use

Training in Data Integration Platform (DIP) use

PD opportunities offered at the local school level by members of the SBSLT / JTM

SBSLT to provide support and mentoring as needed

Other PD opportunities outside of TCDSB
Reflective practice: tools to inform teacher learning and practice
Staff Appraisal


May be used periodically by school teams, and groups of regular classroom and Special Education teachers to guide practice, with participation of the Education Research
Department
Teacher Performance Appraisal (TPA)
 Superintendent of Special
Services
 Principal
 Program Coordinator

Assessment and
Programming /Program and
Assessment Teacher (APT
/PAT)

TCDSB Special Services,
Curriculum and
Accountability, Student
Success Departments

Psychology Department

Special Education Teachers
(Professional Learning
Networks)
 School Principal
 Teachers
 Regional Program
Coordinator
 Educational Research
Department

School Principal
Classroom resources/materials  School block budget and Special Services funding
 TCDSB Curriculum and Accountability, Student Success and
Special Services resources
 Elementary and secondary curricular resources (numeracy and literacy)
 Differentiated Instruction resources/materials

Computers; other technology
 Areas Superintendent
 School Principal
 Teacher(s)
 Consult with SBSLT

Psychologist, Social Worker,
Speech and Language
Pathologist

Special Services, Curriculum
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Giftedness - Regular Class with Withdrawal Support
Other Ministry Policy and Resource Documents


 Ontario Schools Kindergarten to Grade 12: Policy and
Program Requirements, 2011
Policy and Program Requirements, 2011
English Language Learners / ESL and ELD Programs and

Services: Policies and Procedures for Ontario Elementary and
Secondary Schools, Kindergarten to Grade 12, 2007
The Ontario Curriculum – Grades 1-12: Achievement Charts
(Draft), 2004


Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation 2009
Supporting English language learners: A practical guide for
Ontario educators Grades 1 to 8, 2008
 The Ontario Curriculum Grades 1-8, English As a Second
Language and English Literacy Development – A Resource
Guide, 2001
 Ontario Curriculum Unit Planner
 Ontario Schools Code of Conduct, 2001
 Ontario Student Record (OSR) Guideline, 2000
 Pathways for success – Samples timetables for supporting
 students at risk, 2003 (PDF, 221 KB)
 Policy/Program Memoranda
Who's Responsible for Your Child's Education?
Secondary:
Curriculum Documents: By Grade
By Subject
 Course Codes 2010
 Course Descriptions and Prerequisites, Grades 9 to 12, 2011 and Accountability, Student
Success and central teams
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Giftedness - Regular Class with Withdrawal Support
 Education Policy and Program Update
Special Education Amount
(SEA)

Based on individual learning needs, as recommended by a relevant qualified professional

Equipment must be essential for access to the curriculum for a claim to be made

Must meet Ministry of Education SEA criteria
Special Incidence Portion (SIP)
Professional Support
Central/Regional/ External



Networking with other Special Education teacher(s) of the

Application for funding submitted for students with intensive safety and/or health needs according to Ministry of
Education SIP criteria
Mentoring by experienced Special Education teacher(s) of the Gifted
Gifted
Ongoing program and student support is provided by SBSLT members
 Consultation and direct support as appropriate by TCDSB staff including the school SLP, psychology, social work,
APT/PAT
 Consultation support by TCDSB central team staff (e.g.,
Special Services, Curriculum & Accountability, Student
Success)
 Community/outside agency support is governed by the
TCDSB Third Party Protocol and Partnership Agreements o Community agencies (Association for Bright Children, etc.)

Teachers

School Principal

Program Coordinator

Superintendent, Special
Services

SBSLT staff

Information Technology staff, as required
 Principal
 Teacher
 Area Superintendent
 Superintendent, Special
Services

Program Coordinator

Support by SBSLT and special services staff

School Principal

Teacher
 SBSLT staff as appropriate

Special Services, Curriculum and Accountability, Student
Success central teams
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Giftedness - Regular Class with Withdrawal Support
Support documents

Special Education Policy Documents
 Individual Education Plans: Standards for Development,
Program Planning and Implementation – 2000
 Growing Success: Assessment, Evaluation and Reporting in
Ontario Schools.
 Standards for School Boards' Special Education Plans – 2000
 Ontario Secondary Schools, Grades 9 to 12 – 1999
 Program Planning and Assessment, The Ontario Curriculum
Grades 9 to 12 – 2000
 Choices Into Action – 1999
 Elementary And Secondary Report Card
 Funding for Special Education.
 Education Quality and Accountability Office (EQAO)




Superintendent of Special
Services
Area Superintendent
Curriculum & Accountability
Department
Student Success
Special Services, Curriculum and Accountability, Student
Success central teams
Special Education Regulations






Regulation 181/98: Identification and Placement of
Exceptional Pupils
Highlights of Regulation 181/98
Regulation 306: Special Education Programs and Services
Regulation 464/97: Special Education Advisory Committees
Regulation 298: Operation of Schools-General
Regulation 296: Ontario Schools for the Blind and Deaf
Resource Documents



Caring and Safe Schools in Ontario: Supporting Students With
Special Education Needs Through Progressive Discipline,
Kindergarten to Grade 12
Effective Educational Practices for Students with Autism
Spectrum Disorders
Guidelines 2005 – For Approval of Education Programs for
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Giftedness - Regular Class with Withdrawal Support



Pupils in Government Approved Care and/or Treatment,
Custody and Correctional Facilities
Individual Education Plan (IEP) Samples
The Individual Education Plan (IEP), A Resource Guide, 2004
Learning for All – A Guide to Effective Assessment and
Instruction for All Students, Kindergarten to Grade 12, 2011
Education for All (Ministry of Education, 2005)
Planning Entry to School – A Resource Guide, 2005





Publications for Parents
Resolving Identification or Placement Issues (Procedures for
Parents/Guardians)
Shared Solutions – A Guide to Preventing and Resolving
Conflicts Regarding Programs and Services for Students with
Special Education Needs
 Special Education, A Guide for Educators, 2001
 Transition Planning: A Resource Guide, 2002
Funding
 Funding for Special Education
 Special Education Funding Guidelines: Special Equipment
Amount (SEA), 2011-12
 Special Education Funding Guidelines: Special Incidence
Portion (SIP), 2011-12
Additional Information on Special Education
 Categories of Exceptionalities, 2011
 Differentiated Instructional Resources and kits
TCDSB Documents:
 TCDSB Special Services document
 Special Education Guide for Parents
 Student Success High Yield Strategies (TCDSB 2010)
 Supporting Student Success in Literacy (TCDSB 2009)
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Giftedness - Regular Class with Withdrawal Support
External Documents:
 Documents on evidence based intervention practices; e.g., research articles, websites, descriptive pamphlets, etc.
 www.
abcontario .ca
 ABC Ontario's Developing Individual Education Plans
 for Gifted Students
ABC Ontario's Resource Guide
Ontario School Boards
 ABC Ontario's Gifted Information Resource Guide: A
Concise Overview of Gifted Education Programming in
Components
Home School Communication
Shared Solutions
Parent Guide
Parent Involvement
4. PARENTS
Description
 Ongoing communication between Regular class teacher,



Special Education Teacher of the Gifted and parent/guardian
Parent-teacher interviews
IPRC’s and Annual Reviews
Parent information and orientation meeting for parents of
 students new to the program (September each year)
Follow process outlined in Shared Solutions - A Guide to
Preventing and Resolving Conflicts Regarding Programs and
Services for Students with Special Needs (2007)(Ministry of
Education)





TCDSB Parent Guide to Special Education
Ongoing communication
Parent evening sessions – curriculum nights
Individual Education Plan
Parents participate in Identification Placement Review
Committee (IPRC meetings)
Responsibility
 Regular Class Teacher
 Special Education Teacher


 of the Gifted
School Principal
Program Coordinator
Parent


Teacher
Special Education Teacher


 of the Gifted
Parent
Principal
Superintendent of Special



Services
 Area Superintendent
 Superintendent of Special
Services
School Principal
Classroom teachers
Special education teachers
 of the Gifted
Program Coordinator
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Giftedness - Regular Class with Withdrawal Support




Volunteer supervisors for excursions and events such as
Journey of Discovery, debating, etc.
Presenters for Journey of Discovery conferences
Parent Teacher Interviews
School and School Board Information Fairs
Components
External
Internal
5. COMMUNICATION
Description
 TCDSB Website/Portal
 Special Education Advisory Committee
 TCDSB Department Brochures
 TCDSB Gifted Brochures, Pamphlets
 Information Fair
 TCDSB Special Services Parent Guide



 TCDSB Website / Portal (under development)
Email
Director’s Bulletin
TCDSB Policy and Procedures
Responsibility
 Superintendent of Special
Services
 Communication
Department



Superintendent of Special
Services
Principal
Communication
Department
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Giftedness - Regular Class with Withdrawal Support
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